Traditional ideas of patriotism and nationalism'' are no longer accepted, and citizenship education must change accordingly. (Author/SP)

Religious and moral education have a close relationship; they should be planned together and not conceived as separate subjects in the school curriculum. Religious education cannot avoid a moral dimension, and moral education must be based on some kind of an ideology, religious commitment, or naturalistic stance for living. (Author/RM)

Two questions are addressed: (1) What are the moral constraints upon the practice of religious education? and (2) What are the main ways in which religious education can supplement and enhance moral education? (RM)

The historical and contemporary background to the Union of Free-Thinkers' attempts to gain acceptance for a new syllabus in moral education in the Finnish schools is described. An outline is given of their linguistic approach to moral education and their attempts to promote a positive identity among nonbelievers. (Author/AM)

John Wilson recently criticized Kohlberg's view that at certain stages of their development children are unable to understand moral reasoning of certain kinds. It is argued here that Wilson fails to cast doubt on Kohlberg's view, because his account of what it is to understand a reason is inadequate. (Author/RM)

Reviews "The Moral of the Story: Literature, Values, and American Education," by Susan Resneck Parr. Discusses the problem that teachers face when dealing with moral themes in literature taught in the classroom. (GC)

Found that 80 percent of psychology programs offer ethics training, but less than half provide a formal, comprehensive learning experience. All but two of the programs that don't offer training reported it was the primary responsibility of the clinical psychology graduate school program. Urges formal training in ethical standards. (Author)

Criticizes Piaget's theory of moral development. The author argues that Piaget's equilibrium concept does not adequately account for moral development. Because no evidence supports the theoretical sequence of moral developmental stages, he concludes that Piaget's theory is not a useful foundation for the design of moral education curriculum. (AM)

Discusses the relationship between the education of the emotions and moral education. The author argues that moral education should be concerned both with right feeling and right action. The implications of this approach to moral education for multiracial education are discussed. (AM)

There is a fundamental conflict between the law teacher's roles as a scholar and as a trainer of advocates. He must show his students he cares for the truth, while training them for a very different career. Available from: Fred B. Rothman & Co., 10368 W. Centennial Rd., Littleton, CO 80123, $7.50. (MSE)

Addressing the problem that educators have in compiling a legitimate list of values to teach, the author examines the Bible as a source of value legitimacy and details the values expressed in the Hebrew and Christian covenants, the Ten Commandments, and the six beatitudes. (SJL)

The incidence of crime in Canada is growing rapidly. There is a desperate need for preventative measures. A systematic program of moral education could reduce the incidence of criminal behavior. Moral education could be more effective and less expensive than treatment and punitive methods. (Author/BEF)

Argues that if one follows through the principles of a rational procedural morality one is necessarily committed to a democratic form of society. This in turn means that political education is an essential part of moral education and supplies a necessary content and context to moral education. (Author)

This article suggests a number of instructional films which, while not specifically designed for values education, present narratives of interesting characters in conflict that may open up ethical issues for serious discussion in the classroom. Publication information on the films is appended. (Author/SJL)

Basic ethical issues need to be clarified with regard to drug education curriculum development. Personal autonomy and human dignity should be the preeminent values adhered to when drug education curricula are planned and presented. (Author)